<![CDATA[Purpose: This study examined the predictive roles of memory skill and memory effort in arithmetical literacy among mathematics education students and compared the statistical pattern across third- and fifth-semester groups. Method: A quantitative predictive correlational design was used with 300 students from five higher education institutions in West Borneo, Indonesia, including 150 third-semester and 150 fifth-semester students. Data were obtained from five structured arithmetic tasks and written explanations scored for memory skill, memory effort, and arithmetical literacy. Descriptive statistics, correlation analysis, and linear regression were used.Findings: The two-predictor regression model accounted for 10.9% of the variance in arithmetical literacy in the third-semester group and 20.2% in the fifth-semester group. Memory effort had the larger standardized coefficient in both groups (β = .221 and β = .431, respectively), whereas memory skill showed a positive coefficient in the third semester (β = .180) and a negative coefficient in the fifth semester (β = -.146). The simple regression for memory skill was significant in the third-semester group (p = .002) but not in the fifth-semester group (p = .117).Significance: Within the limits of a correlational design and task-specific scoring system, the findings suggest that arithmetical literacy is associated not only with the accuracy of arithmetic procedures but also with the mental work used to organize, represent, and explain numerical relations.]]>
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